Enhancing Early Childhood Literacy in Jember Through Rumah Baca Initiatives

Abstract

Early childhood literacy is a critical foundation for cognitive and social development, yet disparities in access to educational resources remain a challenge in many regions, including the Jember Regency. This study examines the role of Rumah Baca (community reading houses) in improving early literacy skills among young children. Using a qualitative approach, data were collected through observations, interviews, and content analysis of literacy initiatives within selected Rumah Baca in Jember. The findings reveal that these reading houses provide an accessible and engaging environment for children to develop reading habits and basic literacy skills. However, challenges such as limited book availability, inconsistent parental involvement, and insufficient government support hinder their full potential. To enhance the effectiveness of Rumah Baca, stronger collaboration between stakeholders—including local governments, educators, and community leaders—is necessary. Additionally, integrating digital literacy tools and structured parental engagement programs could further improve literacy outcomes. This study contributes to the discourse on community-based literacy interventions and highlights the need for sustainable support mechanisms to ensure long-term literacy development among early learners.